1.
Galak, Eduardo, et al.
(författare)
Introducción
2013
Ingår i: Cuerpo y Educación Física. - Buenos Aires : Editorial Biblos. - 9789876911580 ; , s. 9-14
Bokkapitel (refereegranskat)
2.
González-Calvo, Gustavo, et al.
(författare)
A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body
2019
Ingår i: Societies. - : MDPI. - 2075-4698. ; 9:3
Tidskriftsartikel (refereegranskat) abstract
This article explores the intersectionalities of masculinity, fatherhood, and physical activity in relation to a Physical Education teacher who has been diagnosed with an illness. In so doing, we draw on autobiographical narratives to delve into how embodied subjectivities are constructed to advance knowledge on a new embodied way of being a man and a PE teacher that can be accepted and embraced. The results are organised into three main themes: (1) narratives of continuation: the “before” of chronic illness; (2) narratives of disruption: back pain and temporary physical disability; and (3) restitution narratives: damn it, now that I am a father. The results suggest that narratives such as those presented in this article contribute to the continuously changing process of life projects and that illness can assist in redefining and reconstituting the persona of a PE teacher.
3.
González-Calvo, Gustavo, et al.
(författare)
Health and body tensions and expectations for pre-service physical education teachers in Spain
2019
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 24:2, s. 158-167
Tidskriftsartikel (refereegranskat) abstract
The importance of the Physical Education (PE) teacher’s body, particularly for teaching PE, has been highlighted in literature. PE teachers are expected to be clear role models to students through their acts, behaviours and bodies. However, their strong embodied subjectivities, particularly those related to their teaching practices, may be problematised. This paper explores the ways in which a group of 15 pre-service PE teachers from a Spanish university constructed perspectives about the body and health in relation to their professional practices. Body journals were used to collect data, which were analysed using a Deleuze-Guattarian approach. The findings reveal the significant emphasis participants placed on their own bodies while teaching PE and the pressure they felt to conform to certain expectations of their professional roles. In response, we propose critical reflection on the content of Physical Education Teacher Education (PETE) programmes and incorporation of alternative pedagogical approaches to alleviate the heavy reliance on pre-service teachers’ bodies.
4.
Gonzalez-Calvo, Gustavo, et al.
(författare)
'I feel, therefore I am' : unpacking preservice physical education teachers' emotions
2020
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 25:5, s. 543-555
Tidskriftsartikel (refereegranskat) abstract
The teaching profession requires an understanding of teachers' and students' emotions, and teachers' emotions can influence their teaching practice, professional development and pedagogical approaches. Furthermore, emotions are embodied and they may have a detrimental effect on wellbeing if they are not addressed properly. This paper explores the emotional dimensions of preservice primary teachers' practicum experiences in physical education (PE). Body journals were used to collect data which were analysed using a Sociology of Emotions (SoE) approach. The findings revealed that preservice teachers' emotions manifest physically during their practicum, especially at particular junctures, such as at the beginning of their teaching. Preservice teachers felt the need to make a 'good impression' within the school through the regulation of their emotions as they faced continual challenges to succeed in unfamiliar teaching circumstances. The conclusions of this study demonstrate the benefits of providing opportunities for preservice PE teachers to reflect on their emotions during the practicum and the consequences that these may have on their bodies and teaching practices.
5.
Haynes, John E., et al.
(författare)
Preservice generalist teachers enlightened approach to teaching Physical Education through Teacher Biography
2016
Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 1835-517X. ; 41:3, s. 21-38
Tidskriftsartikel (refereegranskat) abstract
This paper describes a new learning experience, which was introduced following an examination of the literature regarding preservice primary school teachers' (PPST) notions of their past experience in Physical Education (PE) (Elliott 2013). PPSTs were given the opportunity to recognise, reflect, interrogate and reframe a critical incident from their schooling in PE or Sport. This exercise was designed to enlighten students about their own schooling and the potential impact this event may have on pre-conceived ideas and opinions about teaching PE. Students (N=214) enrolled in off and on campus mode, of a preservice teacher education program in a university located in regional NSW, were asked to provide information about, and to analyse, an incident, either positive or negative that occurred in PE or Sport during their primary or secondary school years. In addition, students were encouraged to reframe the incident and to seek out alternative actions that could have influenced the outcome. The aim was to encourage reflection about how preconceived notions pertaining to PE might be dealt within their present position as a preservice teacher. The PPSTs scripts were analysed using the Leximancer text mining software (Smith, 2000). Findings from the analysis provided themes and concepts, which suggest a similarity for both, off and on campus, males and females. However, there are some subtle differences between the cohorts that may be due to age or experience.
6.
Olive, Rebecca, et al.
(författare)
Healthy, happy, strong and active : Progress selfies and the construction of women’s bodies on Instagram
2017
Konferensbidrag (övrigt vetenskapligt/konstnärligt) abstract
Social media is awash with images that women post to represent themselves: their lifestyles, bodies, communities, and aspirations. On Instagram, women’s health and fitness accounts are promoting the taking and posting of selfies in similar terms, encouraging women to use before-and-after ‘progress selfies’ to chart their body changes across time. This presentation, given by Dr Olive, will explore progress selfies re-posted on the Instagram account of women’s fitness celebrity, Kayla Itsines, to consider how healthy bodies are understood as always ‘in progress’.
7.
Pang, Bonnie, et al.
(författare)
Young Chinese Australians' subjectivities of ‘health’ and ‘(un)healthy bodies’
2016
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 21:7, s. 1091-1108
Tidskriftsartikel (refereegranskat) abstract
Young people with English as an Additional Language/Dialect backgrounds are often identified in public health messages and popular media as ‘bodies at risk’ because they do not conform to the health regimens of contemporary Western societies. With increasing numbers of Chinese students in Australian schools, it is necessary to advance teachers' understandings of the ways in which these young people negotiate notions of ‘health’ and ‘(un)healthy bodies’. This paper explores the ways in which young Chinese Australians' understand health and (un)healthy bodies. The data upon which this paper focuses were drawn from a larger scale study underpinned by critical, interpretive, ethnographic methods. The participants in this study were 12 young Chinese Australians, aged 10–15 years, from two schools. Photographs of a variety of bodies were sourced from popular magazines and used as a means of interview elicitation. The young people were invited to comment on the photographs and discuss what ‘health’ and the notion of a ‘(un)healthy body’ meant to them. Foucault's concepts of discursive practice and normalisation are used alongside Chinese concepts of holistic paradigms and Wen–Wu to unpack the young people's subjectivities on health and (un)healthy bodies. The findings invite us to move beyond Western subjectivities of health and (un)healthy bodies and highlight the multidimensional and diverse perspectives espoused by some of the young Chinese Australians in this study. The research findings can inform future policy and practice relevant to the exploration of health and (un)healthy bodies in health and physical education and health and physical education teacher education.
8.
Scharagrodsky, Pablo, et al.
(författare)
Tracking the origins of Physical Education in Argentina and Australia
2016
Ingår i: International Journal of the History of Sport. - : Taylor & Francis. - 0952-3367 .- 1743-9035. ; 33:8, s. 777-796
Tidskriftsartikel (refereegranskat) abstract
The origins of sports in Argentina and Australia have been widely investigated. However, little research has been conducted to investigate the origins of Physical Education (PE). This paper explores the origins of PE in both Argentina and Australia. It first describes the general social context and the education system for both countries. Then, it explores the foundations of PE as a school subject and as a university degree in Argentina and Australia. Finally, it compares the origins of PE in both countries. The research reveals how these two countries share similarities and differ in regard to the origins of PE both as a school subject and as a university degree.
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